Meseret F. Hailu, assistant professor at ASU’s Mary Lou Fulton Teachers College, has been selected as a 2023 National Academy of Education/Spencer Postdoctoral Fellow.
The Mastercard Foundation Scholars Program at Arizona State University wrapped up this spring with a symposium held in Ghana where faculty and staff from ASU, Kwame Nkrumah University of Science and Technology (KNUST) and Ashesi University shared insights into institutional and pedagogical best practices to support student learning.
The purpose of TSL is to assist States, local educational agencies (LEAs), and nonprofit organizations to develop, implement, improve, or expand comprehensive Performance-Based Compensation Systems (PBCS) 1 or Human Capital Management Systems (HCMS) for teachers, principals, and other School Leaders (educators) (especially for educators in High-Need Schools who raise student growth and academic achievement and close the achievement gap between high- and low-performing students).
Purpose of Program: The EIR program, established under section 4611 of the Elementary and Secondary Education Act, as amended (ESEA), provides funding to create, develop, implement, replicate, or take to scale entrepreneurial, evidence-based, field-initiated innovations to improve student achievement and attainment for high need students and to rigorously evaluate such innovations. The EIR program is designed to generate and validate solutions to persistent education challenges and to support the expansion of those solutions to serve substantially more students.
Purpose of Program: The EIR program, established under section 4611 of the Elementary and Secondary Education Act, as amended (ESEA), provides funding to create, develop, implement, replicate, or take to scale entrepreneurial, evidence-based, field-initiated innovations to improve student achievement and attainment for high need students and to rigorously evaluate such innovations. The EIR program is designed to generate and validate solutions to persistent education challenges and to support the expansion of those solutions to serve substantially more students.
Purpose of Program: The EIR program, established under section 4611 of the Elementary and Secondary Education Act, as amended (ESEA), provides funding to create, develop, implement, replicate, or take to scale entrepreneurial, evidence-based, field-initiated innovations to improve student achievement and attainment for high need students and to rigorously evaluate such innovations. The EIR program is designed to generate and validate solutions to persistent education challenges and to support the expansion of those solutions to serve substantially more students.
In November 2016, the Center for Advanced Studies in Global Education (CASGE) and edXchange at Arizona State University hosted the Inaugural Symposium of the Comparative and International Education Society (CIES) in Scottsdale, Arizona.
In response to the publication of the United Nations’ Sustainable Development Goals (SDGs) in 2015, it has become necessary to develop a means of assessing progress toward their achievement. Included in the 17 goals of the 2030 agenda for sustainable development is SDG 4: Quality Education. This calls on nations to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (Goal 4, 2015).
As part of the organizing team of the Inaugural CIES Symposium in Scottsdale, AZ this past November, we were thrilled to continue the debates about Global Learning Metrics (GLMs) at the recent CIES 2017 Conference in Atlanta, GA. CIES 2017 included a number of Presidential Highlighted Sessions.
Almost any education-related topic seems to turn into an overheated debate, provoking very strong gut reactions and diminishing any hope for productive discussions that engage in careful analysis of contrasting perspectives and forms of evidence. This is certainly the case with International Large Scale Educational Assessments (ILSEAs), like PISA or TIMSS, which lack nuanced discussions and methodic analyses of their role in improving student achievement.